Showing 4 results for Bullying
Afzal Akbari Baloutbangan, Siyavosh Tlepasand,
Volume 12, Issue 4 (3-2015)
Abstract
Background and Aim: Bullying a form of persecution, physical, sexual and psychological one or more students against another student repeatedly over a period of time. The aim of this study was to evaluate the psychometric characteristics of the bullied scale in elementary school.
Materials and Methods: The study population all elementary students in Semnan in the 2013-14 school year. To this end, 607 students of Semnan were selected by using a stratified sampling method. All of them Harter's bullying Scale, Illinois bullying and Harter’s motivation questionnaire to complete. Data in the context two classical theories and the test-questions theory analyzed. Exploratory factor analysis, item-total correlation and reliability analyses were undertaken to assess the psychometric properties of the Harter's bullying Scale. The Sami Jima answers Scaled model Fitness data were used for analysis.
Results: Results showed Harter’s bullying scale of factor is saturated. Rating scale using Cronbach's alpha coefficient bullying Harter’s 0.74 respectively. Harter's bulling scale significant positive correlation with absence from school and with academic motivation, academic achievement and discipline scores showed a significant negative relationship. Data answer questions Harter’s scale with Samejima model had a good fitness and more information about the test showed that the slopes of -0.8 to +2.2 continuums feature.
Conclusions: Persian version of Harter's bullying scale had acceptable psychometric properties and could be used as reliable and valid instrument in psychological research.
Nasim Ahmadi, Siavash Talepasand, Eshagh Rahimianboogar,
Volume 17, Issue 1 (6-2019)
Abstract
Background and Aim: The aim of the present study was to investigate the relationship of hope and life satisfaction with students bullying and bullying victimization with the mediating role of school connectedness.
Materials and Methods: This was a cross-sectional study, the statistical population being high school students of Tehran city in the school year 2015-16. A sample of 300 students was selected using the stratified random sampling method. The data collection tools were the Snyder’s hope scale, Diener et al. life satisfaction scale, Waters and Cross School Connectedness scale and the Espelage and Holt Bullying scale. The hypothetical model was analyzed using path analysis with the LISREL8.57 software.
Results: Analysis of the data showed the following: 1. Hope and life satisfaction had a structural positive direct effect on school connectedness; 2. Life satisfaction had a direct negative effect on bullying; 3. Bullying had a direct effect on bullying victimization; 4. School connectedness had no direct effect on students bullying and bullying victimization. 5. Life satisfaction had an indirect effect on bullying victimization through bullying; 6. Finally, the indirect effects of hope and life satisfaction on bullying and bullying victimization through school connectedness were not confirmed.
Conclusion: In can be concluded that life satisfaction is a facilitating factor for the school connectedness, serving as a protective factor against bullying. Hope and school connectedness may act as protecting factors in the prevention of bullying.
Afzal Akbari Balootbangan, Siavosh Talepasand, Ali Mohammad Rezaei, Eshagh Rahimian Boogar,
Volume 17, Issue 2 (9-2019)
Abstract
Background and Aim: In recent years bullying behaviors among school adolescent have risen and have raised concerns for psychologists, teachers and their families around the world. The use of bullying control methods in schools is important. Therefore, the purpose of this study was to evaluate the effectiveness of bullying control training program on health promotion behaviors in bullying adolescents in Tehran.
Materials and Methods: The statistical population consisted of students aged 12 to 17 years old in public schools in Tehran. A total of 40 subjects (20 controls and 20 experimental groups) were randomly assigned into two groups of experimental and control groups. Using a pilot, pre-test, post-test and one month follow up with the control group, Hartler's bullying questionnaire and health promotion behaviors were implemented on both groups. Then, experimental testing of bullying control training was performed in 8 sessions on the experimental group and after the completion of the sessions the post-test was presented to both groups. After that, a month's follow-up was carried out. For data analysis, multivariate analysis of repeated measurements was performed using SPSSV22 software.
Results: The results showed that the cognitive-behavioral bullying control training program on health promotion behaviors between the two groups was significantly different in three stages (p<0.05).
Conclusion: According to the results of this study, bullying control education can be effective on health promotion behaviors of adolescents aged 12 to 17 years and can be used to improve their health. Parents, teachers, managers and other professionals can learn from these trainings.
Seyed Mehdi Seyedzadeh Sani, Ahmad Rafie Abdullahi,
Volume 17, Issue 2 (9-2019)
Abstract
Background and Aim: Bullying is one of the most common problems among teenagers in many schools around the world, which is recently considered by researchers in the fields of psychology and even criminology as a traditional and cyber bullying.
The purpose of this study is to investigate the rate of traditional and cyber bullying among male and female teenagers in the secondary schools of Herat-Afghanistan three levels;first, second and third ones.
Materials and Methods: This paper was analyzed by quantative method and random sampling which used questionnaire such as bullying ,Punchin,Hindouja,llinios and Aleous questionnaire in Traditional and Cyber by using Spss software.The research sample included 360 students from the first, second and third grades of high schools in the city of Herat.
Results: The results of follow-up tests (Kruskal Wallis and Mann Whitney) with a significant level of less than 0.5 and 0.01 showed that the prevalence of traditional and cyber bullying among female students was higher than male students.On the other hand, there is a significant difference between traditional bullying and social dimension grades of the tenth -eleventh and eleventh-twelfth.The prevalence traditional of bullying in the eleventh grade is less than tenth and twelfth grades.
Conclusion: The results of the research indicate that students whose fathers are farmers are more bullied than other jobs.The results also showed that the prevalence of bullying in students whose mothers are housewives are lower than those students whose mothers are employed. Father's education does not affect student bullying, in addition the results of the study showed that cyber bullying rates are higher among students whose mothers are educated than illiterate mothers.
